REVOLUTION AND ENLIGHTENMENT CHAPTER 10. 10-1 THE SCIENTIFIC REVOLUTION SPRITE CHART CURRENT EVENTS

REVOLUTION AND REVOLUTION AND ENLIGHTENMENTENLIGHTENMENT

CHAPTER 10CHAPTER 10

10-1 THE SCIENTIFIC 10-1 THE SCIENTIFIC REVOLUTIONREVOLUTION

SPRITE CHARTSPRITE CHART

CURRENT EVENTSCURRENT EVENTS


WORD OF THE DAYWORD OF THE DAY ANTIQUITY P. 294ANTIQUITY P. 294 ARBITRARY – P. 305ARBITRARY – P. 305 SPRAWLING – P. 311SPRAWLING – P. 311 DOCILE – P. 320DOCILE – P. 320


WARM UPSWARM UPS NAME THE 4 GREAT MATHEMATICIANS WHO NAME THE 4 GREAT MATHEMATICIANS WHO

HAD A PROFOUND IMPACT ON ASTRONOMY.HAD A PROFOUND IMPACT ON ASTRONOMY. WHAT WAS MONTESQUIEU’S CONTRIBUTION WHAT WAS MONTESQUIEU’S CONTRIBUTION

TO THE ENLIGHTENMENT?TO THE ENLIGHTENMENT? DESCRIBE AN ENLIGHTENED RULER.DESCRIBE AN ENLIGHTENED RULER. HOW DID THE PORTUGUESE AND THE HOW DID THE PORTUGUESE AND THE

SPANISH PROFIT FROM THEIR COLONIES IN SPANISH PROFIT FROM THEIR COLONIES IN LATIN AMERICA?LATIN AMERICA?


BACKGROUND TO THE REVOLUTIONBACKGROUND TO THE REVOLUTIONhttp://www.history.com/topics/enlightenment/videos/mankind-the-story-of-all-of-us-scientific-revolution

DURING THE MIDDLE AGES, EDUCATED DURING THE MIDDLE AGES, EDUCATED EUROPEANS TOOK AN INTEREST IN THE WORLD EUROPEANS TOOK AN INTEREST IN THE WORLD AROUND THEMAROUND THEM

BUT MEDIEVAL SCIENTISTS DID NOT MAKE THEIR BUT MEDIEVAL SCIENTISTS DID NOT MAKE THEIR OWN OBSERVATIONS OF THE WORLDOWN OBSERVATIONS OF THE WORLD

THEY RELIED ON WORKS FROM ANCIENT THEY RELIED ON WORKS FROM ANCIENT AUTHORITIES - AUTHORITIES - ARISTOTLEARISTOTLE

THENTHEN NEWNEW DEVELOPMENTS AROSE - DEVELOPMENTS AROSE - 1.1. RENAISSANCE HUMANISTS – MASTERED GREEK RENAISSANCE HUMANISTS – MASTERED GREEK

AND LATINAND LATIN THEY WERE THEN ABLE TO READ WORKS BY THEY WERE THEN ABLE TO READ WORKS BY

PTOLEMY, ARCHIMEDES, AND PLATOPTOLEMY, ARCHIMEDES, AND PLATO


2.2. TECHNICAL PROBLEMS THAT REQUIRED CAREFUL TECHNICAL PROBLEMS THAT REQUIRED CAREFUL MEASUREMENT AND OBSERVATION – STIMULATED SCIENTIFIC MEASUREMENT AND OBSERVATION – STIMULATED SCIENTIFIC ACTIVITY ACTIVITY

EXAMPLE - HOW MUCH WEIGHT CAN A SHIP HOLD?EXAMPLE - HOW MUCH WEIGHT CAN A SHIP HOLD? 3.3. INVENTION OF NEW PRODUCTS – TELESCOPE AND INVENTION OF NEW PRODUCTS – TELESCOPE AND

MICROSCOPEMICROSCOPE 4.4. PRINTING PRESS – HELPED TO SPEAD THE IDEAS PRINTING PRESS – HELPED TO SPEAD THE IDEAS

THE STUDY OF THE STUDY OF MATHMATH AND LOOKING AT THE WORKS OF AND LOOKING AT THE WORKS OF ANCIENT MATHEMATICIANS ALSO PLAYED A ROLE IN THE ANCIENT MATHEMATICIANS ALSO PLAYED A ROLE IN THE REVOLUTIONREVOLUTION

COPERNICUS, KEPLER, GALILEO, NEWTONCOPERNICUS, KEPLER, GALILEO, NEWTON

**BELIEVED THAT THE SECRETS OF NATURE WERE WRITTEN IN BELIEVED THAT THE SECRETS OF NATURE WERE WRITTEN IN THE LANGUAGE OF MATHTHE LANGUAGE OF MATH

AGE OF REASON – AGE OF REASON – TIME PERIOD OF STUDYING, DISCARDING TIME PERIOD OF STUDYING, DISCARDING IDEAS, AND DEVELOPING THEORIES THAT BECAME THE BASIS IDEAS, AND DEVELOPING THEORIES THAT BECAME THE BASIS OF THE SCIENTIFIC REVOLUTIONOF THE SCIENTIFIC REVOLUTION


THE PTOLEMAIC SYSTEMTHE PTOLEMAIC SYSTEM ASTRONOMY WAS VERY SIGNIFICANT ASTRONOMY WAS VERY SIGNIFICANT

IN THIS REVOLUTIONIN THIS REVOLUTION THIS SYSTEM WAS CREATED BY THIS SYSTEM WAS CREATED BY

CLAUDIUS PTOLEMYCLAUDIUS PTOLEMY GREATEST ASTRONOMER OF GREATEST ASTRONOMER OF

ANTIQUITYANTIQUITY HIS SYSTEM WAS CALLED HIS SYSTEM WAS CALLED

GEOCENTRICGEOCENTRIC – IT PLACES THE – IT PLACES THE EARTH AT THE CENTER OF THE EARTH AT THE CENTER OF THE UNIVERSEUNIVERSE


UNDER THIS SYSTEM THE UNIVERSE IS A SERIES OF UNDER THIS SYSTEM THE UNIVERSE IS A SERIES OF CONCENTRIC SPHERESCONCENTRIC SPHERES – ONE INSIDE THE OTHER – ONE INSIDE THE OTHER

SPHERES SPHERES ARE MADE OF CRYSTAL-LIKE SUBSTANCESARE MADE OF CRYSTAL-LIKE SUBSTANCES HEAVENLY BODIES OR PURE ORBS OF LIGHT ARE HEAVENLY BODIES OR PURE ORBS OF LIGHT ARE

EMBEDDED IN EACH OF THESE SPHERESEMBEDDED IN EACH OF THESE SPHERES EARTHEARTH – FIXED AND MOTIONLESS AT THE CENTER – FIXED AND MOTIONLESS AT THE CENTER THE TENTH SPHERE IN THIS SYSTEM WAS CALLED THE TENTH SPHERE IN THIS SYSTEM WAS CALLED

THE THE PRIME MOVERPRIME MOVER – MOVED ITSELF AND GAVE – MOVED ITSELF AND GAVE MOTION TO THE OTHER SPHERESMOTION TO THE OTHER SPHERES

BEYOND THIS WAS BEYOND THIS WAS HEAVEN – GOD HEAVEN – GOD WAS AT THE WAS AT THE END OF THE UNIVERSEEND OF THE UNIVERSE


COPERNICUS AND KEPLERCOPERNICUS AND KEPLER NICHOLAS COPERNICUSNICHOLAS COPERNICUS – –

MATHEMATICIAN - POLANDMATHEMATICIAN - POLAND ON THE REVOLUTIONS OF THE ON THE REVOLUTIONS OF THE

HEAVENLY SPHERESHEAVENLY SPHERES FELT THE PTOLEMAIC SYSTEM WAS TOO FELT THE PTOLEMAIC SYSTEM WAS TOO

COMPLICATEDCOMPLICATED OFFERED A OFFERED A HELIOCENTRIC HELIOCENTRIC SOLUTION SOLUTION * THE SUN WAS THE CENTER OF THE * THE SUN WAS THE CENTER OF THE

UNIVERSE AND THE PLANETS REVOLVED UNIVERSE AND THE PLANETS REVOLVED AROUND ITAROUND IT

THE MOON REVOLVED AROUND THE THE MOON REVOLVED AROUND THE EARTHEARTH


NEXT IN DESTROYING THE PTOLEMAIC NEXT IN DESTROYING THE PTOLEMAIC SYSTEM WAS SYSTEM WAS JOHANNES KEPLERJOHANNES KEPLER – – GERMAN MATHEMATICIANGERMAN MATHEMATICIAN

HIS OBSERVATIONS CONFIRMED THAT HIS OBSERVATIONS CONFIRMED THAT THE SUN WAS AT THE CENTER OF THE THE SUN WAS AT THE CENTER OF THE UNIVERSEUNIVERSE

LAWS OF PLANETARY MOTIONLAWS OF PLANETARY MOTION HIS DATA SHOWED THAT THE PLANETS’ HIS DATA SHOWED THAT THE PLANETS’

ORBIT AROUND THE SUN WERE NOT ORBIT AROUND THE SUN WERE NOT CIRCULAR BUT CIRCULAR BUT ELLIPTICAL ELLIPTICAL – – KEPLER’S KEPLER’S FIRST LAWFIRST LAW

*THIS CONTRADICTED THE PTOLEMAIC *THIS CONTRADICTED THE PTOLEMAIC SYSTEM OF CIRCULAR ORBITS AND SYSTEM OF CIRCULAR ORBITS AND CRYSTAL-LIKE SPHERESCRYSTAL-LIKE SPHERES


GALILEO GALILEIGALILEO GALILEI – – NOW THAT COPERNICUS AND KEPLER NOW THAT COPERNICUS AND KEPLER

HAD IDENTIFIED NEW FINDINGS, HAD IDENTIFIED NEW FINDINGS, THERE ARE NEW UNANSWERED THERE ARE NEW UNANSWERED QUESTIONS ABOUT THE UNIVERSEQUESTIONS ABOUT THE UNIVERSE

THEY WILL BE ANSWERED BY GALILEOTHEY WILL BE ANSWERED BY GALILEO HE TAUGHT MATHHE TAUGHT MATH *1*1STST EUROPEAN TO MAKE REGULAR EUROPEAN TO MAKE REGULAR

OBSERVATIONS OF THE HEAVENS OBSERVATIONS OF THE HEAVENS WITH A TELESCOPEWITH A TELESCOPE

*MOUNTAINS ON THE MOON, 4 MOONS *MOUNTAINS ON THE MOON, 4 MOONS REVOLVING AROUND JUPITER, AND REVOLVING AROUND JUPITER, AND SUNSPOTSSUNSPOTS

DESTROYED THE CONCEPT OF PURE DESTROYED THE CONCEPT OF PURE ORBS OF LIGHT – ORBS OF LIGHT – MATERIAL MATERIAL SUBSTANCESSUBSTANCES


PUBLISHED HIS FINDINGS IN PUBLISHED HIS FINDINGS IN THE STARRY THE STARRY MESSENGERMESSENGER IN 1610 IN 1610

THIS GOT HIM IN TROUBLE WITH THE CHURCHTHIS GOT HIM IN TROUBLE WITH THE CHURCH THE CHURCH ORDERED HIM TO ABANDON THE CHURCH ORDERED HIM TO ABANDON

THESE THESE COPERNICANCOPERNICAN IDEAS IDEAS WHY? WHAT WAS THE PROBLEM?WHY? WHAT WAS THE PROBLEM? *IT THREATENED THE CHURCH’S ENTIRE *IT THREATENED THE CHURCH’S ENTIRE

CONCEPTION OF THE UNIVERSE AND SEEMED CONCEPTION OF THE UNIVERSE AND SEEMED TO CONTRADICT THE BIBLETO CONTRADICT THE BIBLE

SO WHAT DID THE CHURCH DO????SO WHAT DID THE CHURCH DO????


ISAAC NEWTON – ISAAC NEWTON – COPERNICUS, KEPLER, AND GALILEO COPERNICUS, KEPLER, AND GALILEO

COULD NOT EXPLAIN MOTION IN THE COULD NOT EXPLAIN MOTION IN THE UNIVERSEUNIVERSE

NEWTON WILLNEWTON WILL NEWTON ATTENDED – NEWTON ATTENDED – CAMBRIDGE CAMBRIDGE

UNIVERSITYUNIVERSITY PROFESSOR OF MATHPROFESSOR OF MATH MATHEMATICAL PRINCIPLES OF MATHEMATICAL PRINCIPLES OF

NATURAL PHILOSOPHYNATURAL PHILOSOPHY – PRINCIPIA– PRINCIPIA GREATEST GENIUS OF THE GREATEST GENIUS OF THE

SCIENTIFIC REVOLUTIONSCIENTIFIC REVOLUTION


NEWTON DEFINED THE 3 LAWS OF MOTION THAT NEWTON DEFINED THE 3 LAWS OF MOTION THAT GOVERN THE PLANETARY BODIESGOVERN THE PLANETARY BODIES

UNIVERSAL LAW GRAVITATIONUNIVERSAL LAW GRAVITATION – EVERY – EVERY OBJECT IN THE UNIVERSE IS ATTRACTED TO OBJECT IN THE UNIVERSE IS ATTRACTED TO EVERY OTHER OBJECT BY A FORCE CALLED EVERY OTHER OBJECT BY A FORCE CALLED GRAVITYGRAVITY

THIS CREATED A NEW PICTURE OF A HUGE, THIS CREATED A NEW PICTURE OF A HUGE, REGULATED UNIFORM MACHINE THAT WORKED REGULATED UNIFORM MACHINE THAT WORKED ACCORDING TO NATURAL LAWSACCORDING TO NATURAL LAWS

THIS CONCEPT WAS KEPT UNTIL EINSTEIN’S THIS CONCEPT WAS KEPT UNTIL EINSTEIN’S CONCEPT OF RELATIVITY WAS CREATEDCONCEPT OF RELATIVITY WAS CREATED

www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=4018&CHAPTER=


BREAKTHROUGHS IN MEDICINE BREAKTHROUGHS IN MEDICINE AND CHEMISTRYAND CHEMISTRY

1616THTH CENTURY CENTURY CLAUDIUS GALEN CLAUDIUS GALEN – HIS WORK IN – HIS WORK IN

MEDICINE DOMINATED THE LATE MEDICINE DOMINATED THE LATE MIDDLE AGESMIDDLE AGES

WHO WAS GALEN? – GREEK WHO WAS GALEN? – GREEK PHYSICIANPHYSICIAN

USED USED ANIMAL ANIMAL DISSECTION TO DISSECTION TO DEVELOP A PICTURE OF THE DEVELOP A PICTURE OF THE HUMAN ANATOMYHUMAN ANATOMY

HE WAS WRONG MOST OF THE HE WAS WRONG MOST OF THE TIMETIME


THE THE NEW NEW ANATOMY OF 16 ANATOMY OF 16THTH CENTURY – WAS BASED ON THE CENTURY – WAS BASED ON THE WORK OF WORK OF ANDREAS VESALIUSANDREAS VESALIUS

PROFESSOR OF SURGERY AT THE PROFESSOR OF SURGERY AT THE UNIVERSITY OF PADUAUNIVERSITY OF PADUA

ON THE FABRIC OF THE HUMAN ON THE FABRIC OF THE HUMAN BODY BODY – DISCUSSED HIS FINDINGS– DISCUSSED HIS FINDINGS

MORE ACCURATE ABOUT HUMAN MORE ACCURATE ABOUT HUMAN ORGANS AND THE GENERAL ORGANS AND THE GENERAL STRUCTURE OF THE BODYSTRUCTURE OF THE BODY

EXPELLED MANY OF GALEN’S EXPELLED MANY OF GALEN’S THEORIES THEORIES EXCEPTEXCEPT

2 TYPES OF BLOOD FLOWED 2 TYPES OF BLOOD FLOWED THROUGH THE VEINS AND THROUGH THE VEINS AND ARTERIESARTERIES


WILLIAM HARVEYWILLIAM HARVEY ON THE MOTION OF THE ON THE MOTION OF THE

HEART AND BLOOD HEART AND BLOOD - 1628- 1628 *SHOWED THAT THE HEART *SHOWED THAT THE HEART

NOT THE LIVER WAS THE NOT THE LIVER WAS THE BEGINNING POINT OF BEGINNING POINT OF CIRCULATION IN THE BODYCIRCULATION IN THE BODY

*SAME BLOOD FLOWS *SAME BLOOD FLOWS THROUGHOUT THE BODYTHROUGHOUT THE BODY

*SHOWED THAT THE BLOOD *SHOWED THAT THE BLOOD MAKES A COMPLETE CIRCUIT AS MAKES A COMPLETE CIRCUIT AS IT PASSES THROUGH THE BODYIT PASSES THROUGH THE BODY


ROBERT BOYLEROBERT BOYLE ONE OF THE 1ONE OF THE 1STST SCIENTISTS TO CONDUCT SCIENTISTS TO CONDUCT

CONTROLLED EXPERIMENTSCONTROLLED EXPERIMENTS 1717THTH AND 18 AND 18THTH CENTURIES CENTURIES STUDIED THE PROPERTIES OF GASES STUDIED THE PROPERTIES OF GASES

WHICH LED TO WHICH LED TO BOYLES’S LAW BOYLES’S LAW – THE – THE VOLUME OF A GAS VARIES WITH THE VOLUME OF A GAS VARIES WITH THE PRESSURE EXERTED ON ITPRESSURE EXERTED ON IT

ANTOINE LAVOISIERANTOINE LAVOISIER – INVENTED A – INVENTED A SYSTEM OF NAMING THE CHEMICAL SYSTEM OF NAMING THE CHEMICAL ELEMENTSELEMENTS

REGARDED AS THE FOUNDER OF MODERN REGARDED AS THE FOUNDER OF MODERN CHEMISTRYCHEMISTRY


WOMEN AND THE ORIGINS OF WOMEN AND THE ORIGINS OF MODERN SCIENCEMODERN SCIENCE

WOMEN WERE INVOLVED IN WOMEN WERE INVOLVED IN THE SCIENTIFIC REVOLUTIONTHE SCIENTIFIC REVOLUTION

PROMINENT 17TH CENTURY PROMINENT 17TH CENTURY SCIENTIST – SCIENTIST – MARGARET MARGARET CAVENDISHCAVENDISH

OBSERVATIONS UPON OBSERVATIONS UPON EXPERIMENTAL EXPERIMENTAL PHILOSOPHYPHILOSOPHY

DISPUTED THE IDEA OF DISPUTED THE IDEA OF HUMANS MASTERING THE HUMANS MASTERING THE UNIVERSE THROUGH SCIENCEUNIVERSE THROUGH SCIENCE


IN IN GERMANYGERMANY MANY WOMEN WERE MANY WOMEN WERE INVOLVED IN SCIENCEINVOLVED IN SCIENCE

THE MAIN AREA WAS THE MAIN AREA WAS ASTRONOMYASTRONOMY TRAINED BY FATHERS OR TRAINED BY FATHERS OR

HUSBANDSHUSBANDS MOST FAMOUS – MOST FAMOUS – MARIA MARIA

WINKELMANNWINKELMANN MARRIED GOTTFRIED KIRCH – MARRIED GOTTFRIED KIRCH –

PRUSSIA’S FOREMOST PRUSSIA’S FOREMOST ASTRONOMER - ASSISTANTASTRONOMER - ASSISTANT

ORIGINAL CONTRIBUTION – ORIGINAL CONTRIBUTION – DISCOVERY OF A COMETDISCOVERY OF A COMET


DESCARTES AND REASONDESCARTES AND REASON RENE DESCARTES RENE DESCARTES 1717THTH CENT FRENCH PHILOSOPHER CENT FRENCH PHILOSOPHER THE NEW CONCEPTS BROUGHT ABOUT BY THE NEW CONCEPTS BROUGHT ABOUT BY

THE SCIENTIFIC REVOLUTION HAD A THE SCIENTIFIC REVOLUTION HAD A PROFOUND AFFECT ON DESCARTESPROFOUND AFFECT ON DESCARTES

HE WROTE ABOUT HE WROTE ABOUT DOUBT DOUBT AND AND UNCERTAINTYUNCERTAINTY

DISCOURSE ON METHODDISCOURSE ON METHOD DOUBT WAS THE STARTING POINT OF HIS DOUBT WAS THE STARTING POINT OF HIS

SYSTEM OF PHILOSOPHYSYSTEM OF PHILOSOPHY HIS OWN EXISTENCEHIS OWN EXISTENCE THOUGH WAS THOUGH WAS

BEYOND DOUBTBEYOND DOUBT


HE EMPHASIZED THE IMPORTANCE OF HIS HE EMPHASIZED THE IMPORTANCE OF HIS OWN MINDOWN MIND AND ASSERTED THAT HE WOULD AND ASSERTED THAT HE WOULD ACCEPT ONLY THOSE THINGS THAT HIS ACCEPT ONLY THOSE THINGS THAT HIS REASONREASON SAID WERE TRUE SAID WERE TRUE

11STST PRINCIPLE PRINCIPLE – “I THINK, THEREFORE I AM”– “I THINK, THEREFORE I AM” 22NDND PRINCIPLE PRINCIPLE – THE MIND CANNOT BE – THE MIND CANNOT BE

DOUBTED BUT THE BODY AND MATERIAL DOUBTED BUT THE BODY AND MATERIAL WORLD CAN, THUS THE TWO MUST BE WORLD CAN, THUS THE TWO MUST BE RADICALLY DIFFERENTRADICALLY DIFFERENT


HE BELIEVED THAT MIND AND MATTER HE BELIEVED THAT MIND AND MATTER WERE COMPLETELY SEPARATEWERE COMPLETELY SEPARATE

MATTER WAS DEAD OR INERT AND MATTER WAS DEAD OR INERT AND COULD BE COMPLETELY INVESTIGATED COULD BE COMPLETELY INVESTIGATED BY REASONBY REASON

REASON REASON IS THE CHIEF SOURCES OF IS THE CHIEF SOURCES OF KNOWLEDGEKNOWLEDGE

FATHER OF MODERN RATIONALISMFATHER OF MODERN RATIONALISM


THE SCIENTIFIC METHODTHE SCIENTIFIC METHOD DURING THIS REVOLUTION SCIENTISTS DURING THIS REVOLUTION SCIENTISTS

BEGAN ASKING THEMSELVES HOW THEY BEGAN ASKING THEMSELVES HOW THEY COULD BEST UNDERSTAND THE PHYSICAL COULD BEST UNDERSTAND THE PHYSICAL WORLD AROUND THEMWORLD AROUND THEM

THEY CAME UP WITH THE THEY CAME UP WITH THE SCIENTIFIC SCIENTIFIC METHOD METHOD – SYSTEMATIC PROCEDURE FOR – SYSTEMATIC PROCEDURE FOR COLLECTING AND ANALYZING EVIDENCECOLLECTING AND ANALYZING EVIDENCE

THIS WAS CRUCIAL TO THE EVOLUTION OF THIS WAS CRUCIAL TO THE EVOLUTION OF SCIENCESCIENCE


FRANCIS BACONFRANCIS BACON – CREATED THE SCIENTIFIC – CREATED THE SCIENTIFIC METHODMETHOD

ENGLIGH PHILOSOPHERENGLIGH PHILOSOPHER SCIENTISTS SHOULD USE SCIENTISTS SHOULD USE INDUCTIVE INDUCTIVE

REASONING REASONING TO LEARN ABOUT NATURETO LEARN ABOUT NATURE PROCEEDING FROM THE PARTICULAR TO THE PROCEEDING FROM THE PARTICULAR TO THE

GENERAL USING SYSTEMATIC OBSERVATIONS AND GENERAL USING SYSTEMATIC OBSERVATIONS AND CAREFULLY ORGANIZED EXPERIMENTS TO TEST CAREFULLY ORGANIZED EXPERIMENTS TO TEST THEORIESTHEORIES

BACON SAID THIS WOULD LEAD TO CORRECT BACON SAID THIS WOULD LEAD TO CORRECT GENERAL PRINCIPLESGENERAL PRINCIPLES

SCIENCE, AGRICULTURE, LABOR INDUSTRY, SCIENCE, AGRICULTURE, LABOR INDUSTRY, POLITICSPOLITICS


REVIEW QUESTIONSREVIEW QUESTIONS1.1.DESCRIBE PTOLEMY’S ANALYSIS OF THE UNIVERSE.DESCRIBE PTOLEMY’S ANALYSIS OF THE UNIVERSE.

2.2.WHAT CONTRIBUTIONS DID GALILEO MAKE TO THE WHAT CONTRIBUTIONS DID GALILEO MAKE TO THE SCIENTIFIC REVOLUTION?SCIENTIFIC REVOLUTION?

3.3.DESCRIBE COPERNICUS’ ANALYSIS OF THE UNIVERSE.DESCRIBE COPERNICUS’ ANALYSIS OF THE UNIVERSE.

4.4.WHAT CONTRIBUTIONS DID NEWTON MAKE TO THE WHAT CONTRIBUTIONS DID NEWTON MAKE TO THE SCIENTIFIC REVOLUTION?SCIENTIFIC REVOLUTION?

5.5.DESCRIBE THE MEDICAL BREAKTHROUGHS DURING DESCRIBE THE MEDICAL BREAKTHROUGHS DURING THE SCIENTIFIC REVOLUTION.THE SCIENTIFIC REVOLUTION.

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT

PATH TO THE ENLIGHTENMENTPATH TO THE ENLIGHTENMENT 1818THTH CENTURY CENTURY ENLIGHTENMENT ENLIGHTENMENT - - PHILOSOPHICAL PHILOSOPHICAL

MOVEMENT BY INTELLECTUALS MOVEMENT BY INTELLECTUALS IMPRESSED WITH ACHIEVEMENTS OF THE IMPRESSED WITH ACHIEVEMENTS OF THE SCIENTIFIC REVOLUTIONSCIENTIFIC REVOLUTION

REASONREASON – APPLYING THE SCIENTIFIC – APPLYING THE SCIENTIFIC METHOD TO UNDERSTAND ALL LIFEMETHOD TO UNDERSTAND ALL LIFE

GOALGOAL – TO CREATE A BETTER SOCIETY – TO CREATE A BETTER SOCIETY REASON, NATURAL LAW, HOPE, PROGRESSREASON, NATURAL LAW, HOPE, PROGRESS

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT THE ENLIGHTENMENT WAS GREATLY THE ENLIGHTENMENT WAS GREATLY

INFLUENCED BY TWO ENGLISHMEN INFLUENCED BY TWO ENGLISHMEN ISAAC ISAAC NEWTONNEWTON AND AND JOHN LOCKEJOHN LOCKE

NEWTONNEWTON – THE WORLD AND EVERYTHING IN IT – THE WORLD AND EVERYTHING IN IT WAS LIKE A GIANT MACHINE – NEWTONIAN WAS LIKE A GIANT MACHINE – NEWTONIAN WORLD-MACHINEWORLD-MACHINE

www.history.com/topics/enlightenment/videos/isaac-newton-and-a-scientific-revolution

LOCKELOCKE – – ESSAY CONCERNING HUMAN ESSAY CONCERNING HUMAN UNDERSTANDINGUNDERSTANDING

*EVERY PERSON WAS BORN WITH A *EVERY PERSON WAS BORN WITH A TABULA TABULA RASA RASA OR BLANK MINDOR BLANK MIND

PEOPLE ARE MOLDED BY THEIR EXPERIENCES PEOPLE ARE MOLDED BY THEIR EXPERIENCES IF SOCIETY CHANGED THEN PEOPLE WOULD IF SOCIETY CHANGED THEN PEOPLE WOULD

CHANGECHANGE INTELLECTUALS BELIEVED THAT THEY COULD INTELLECTUALS BELIEVED THAT THEY COULD

DISCOVER THE NATURAL LAWS OF SOCIETY BY DISCOVER THE NATURAL LAWS OF SOCIETY BY FOLLOWING NEWTON’S LAWFOLLOWING NEWTON’S LAW

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT PHILOSOPHES AND THEIR IDEASPHILOSOPHES AND THEIR IDEAS ENLIGHTENMENT INTELLECTUALS WERE KNOWN BY ENLIGHTENMENT INTELLECTUALS WERE KNOWN BY

THE FRENCH NAME THE FRENCH NAME PHILOSOPHEPHILOSOPHE – PHILOSOPHER – PHILOSOPHER WRITERS, PROFESSORS, JOURNALISTS, ECONOMISTS, WRITERS, PROFESSORS, JOURNALISTS, ECONOMISTS,

SOCIAL REFORMERSSOCIAL REFORMERS THE LEADERS OF THE ENLIGHTENMENT WERE THE LEADERS OF THE ENLIGHTENMENT WERE FRENCHFRENCH

BUT THE BUT THE ENGLISH ENGLISH INSPIRED THE ENLIGHTENMENTINSPIRED THE ENLIGHTENMENT MAIN GOAL WAS TO CHANGE THE WORLDMAIN GOAL WAS TO CHANGE THE WORLD INTERNATIONAL MOVEMENT INTERNATIONAL MOVEMENT LASTED ABOUT A CENTURY LASTED ABOUT A CENTURY EVOLVED OVER TIMEEVOLVED OVER TIME IT BECAME MORE RADICALIT BECAME MORE RADICAL OFTEN DISAGREEDOFTEN DISAGREED

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT MONTESQUIEU MONTESQUIEU CHARLES-LOUIS DE SECONDAT, THE BARON DE CHARLES-LOUIS DE SECONDAT, THE BARON DE

MONTESQUIEUMONTESQUIEU FRENCH NOBILITYFRENCH NOBILITY THE SPIRIT OF THE LAWS - THE SPIRIT OF THE LAWS - 17481748 HE STUDIED DIFFERENT GOVERNMENTS – HE STUDIED DIFFERENT GOVERNMENTS – SCIENTIFIC METHODSCIENTIFIC METHOD *WHAT NATURAL LAWS GOVERN SOCIAL AND *WHAT NATURAL LAWS GOVERN SOCIAL AND

POLITICAL RELATIONSHIPS OF HUMANSPOLITICAL RELATIONSHIPS OF HUMANS 3 BASIC GOV. TYPES – 3 BASIC GOV. TYPES – 1. REPUBLICS 2. DESPOTISM 3. MONARCHIES1. REPUBLICS 2. DESPOTISM 3. MONARCHIES HE BELIEVED THAT THE GOV. FUNCTIONED HE BELIEVED THAT THE GOV. FUNCTIONED

THROUGH THROUGH 3 BRANCHES OF GOVERNMENT3 BRANCHES OF GOVERNMENT LEGISLATIVE, JUDICIAL, EXECUTIVELEGISLATIVE, JUDICIAL, EXECUTIVE A A SEPARATION OF POWERS –SEPARATION OF POWERS – ALL HAD DIFFERENT JOBS ALL HAD DIFFERENT JOBS AND AND COULD BE COULD BE

CONTROLLED THROUGH CONTROLLED THROUGH CHECKS AND BALANCESCHECKS AND BALANCES HIS PRINCIPLES WERE WORKED INTO OUR HIS PRINCIPLES WERE WORKED INTO OUR

CONSTITUTIONCONSTITUTION


VOLTAIREVOLTAIRE FRANCOIS-MARIE AROUETFRANCOIS-MARIE AROUET PARISIAN WRITERPARISIAN WRITER UPPER CLASS FAMILYUPPER CLASS FAMILY REGARDED AS THE GREATEST FIGURE OF THE REGARDED AS THE GREATEST FIGURE OF THE

ENGLIGHTENMENTENGLIGHTENMENT WROTE PAMPHLETS, NOVELS, PLAYS, LETTERS, WROTE PAMPHLETS, NOVELS, PLAYS, LETTERS,

ESSAYS, HISTORIESESSAYS, HISTORIES *CRITICIZED CHRISTIANITY AND EMPHASIZED *CRITICIZED CHRISTIANITY AND EMPHASIZED

RELIGIOUS TOLERATIONRELIGIOUS TOLERATION TREATISE ON TOLERATIONTREATISE ON TOLERATION – ALL MEN ARE BROTHERS – ALL MEN ARE BROTHERS

UNDER GODUNDER GOD


SUPPORTED SUPPORTED DEISMDEISM – RELIGIOUS – RELIGIOUS PHILOSOPHY BASED ON REASON AND PHILOSOPHY BASED ON REASON AND NATURAL LAWNATURAL LAW

DEISM WAS BASED ON THE IDEA OF THE DEISM WAS BASED ON THE IDEA OF THE NEWTONIAN WORLD-MACHINENEWTONIAN WORLD-MACHINE

DEISTS VIEW – DEISTS VIEW – MECHANIC MECHANIC WAS GODWAS GOD TO VOLTAIRE – THE UNIVERSE WAS LIKE A TO VOLTAIRE – THE UNIVERSE WAS LIKE A

CLOCKCLOCK AND GOD WAS THE AND GOD WAS THE CLOCKMAKERCLOCKMAKER HE CREATED IT, SET IT IN MOTION, AND HE CREATED IT, SET IT IN MOTION, AND

ALLOWED IT TO RUN ACCORDING TO ALLOWED IT TO RUN ACCORDING TO NATURAL LAWSNATURAL LAWS


DIDEROTDIDEROT WENT TO THE UNIVERSITY OF PARISWENT TO THE UNIVERSITY OF PARIS FATHER WANTED HIM TO BE A LAWYER OR WORK IN THE FATHER WANTED HIM TO BE A LAWYER OR WORK IN THE

CHURCHCHURCH DIDEROT BECAME A FREELANCE WRITERDIDEROT BECAME A FREELANCE WRITER CONTRIBUTIONCONTRIBUTION – ENCYCLOPEDIA OR CLASSIFIED – ENCYCLOPEDIA OR CLASSIFIED

DICTIONARY OF THE SCIENCES, ARTS, AND TRADESDICTIONARY OF THE SCIENCES, ARTS, AND TRADES 28 VOLUME COLLECTION THAT HE EDITED28 VOLUME COLLECTION THAT HE EDITED PUBLISHED 1751-1772PUBLISHED 1751-1772 PURPOSEPURPOSE – CHANGE THE GENERAL WAY OF THINKING – CHANGE THE GENERAL WAY OF THINKING ARTICLES SUPPORTED RELIGIOUS TOLERATIONARTICLES SUPPORTED RELIGIOUS TOLERATION CALLED FOR LEGAL, SOCIAL AND POLITICAL IMPROVEMENTS CALLED FOR LEGAL, SOCIAL AND POLITICAL IMPROVEMENTS

– MORE TOLERANT SOCIETY– MORE TOLERANT SOCIETY SOLD TO DOCTORS, CLERGY, TEACHERS – SPREAD THE SOLD TO DOCTORS, CLERGY, TEACHERS – SPREAD THE

WORDWORD WHY THESE PEOPLE??WHY THESE PEOPLE??

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT ECONOMICSECONOMICS PHILOSOPHES BELIEVED THAT NEWTON’S LAWS COULD BE PHILOSOPHES BELIEVED THAT NEWTON’S LAWS COULD BE

USED TO DISOVER NATURAL LAWS USED TO DISOVER NATURAL LAWS THIS CREATED AN AREA OF SOCIAL SCIENCESTHIS CREATED AN AREA OF SOCIAL SCIENCES ECONOMICSECONOMICS PHYSIOCRATS AND PHYSIOCRATS AND ADAM SMITH – ADAM SMITH – FOUNDERS OF ECONOMICSFOUNDERS OF ECONOMICS PHYSIOCRATS PHYSIOCRATS – FRENCH – IF INDIVIDUALS WERE FREE TO – FRENCH – IF INDIVIDUALS WERE FREE TO

PURSUE THEIR OWN ECONOMIC SELF-INTEREST, ALL SOCIETY PURSUE THEIR OWN ECONOMIC SELF-INTEREST, ALL SOCIETY WOULD BENEFITWOULD BENEFIT

LAISSEZ-FAIRELAISSEZ-FAIRE – LET THE PEOPLE DO WHAT THEY WANT – – LET THE PEOPLE DO WHAT THEY WANT – THERE SHOULD BE NO GOV. REGULATIONS ON THE ECONOMYTHERE SHOULD BE NO GOV. REGULATIONS ON THE ECONOMY

THE WEALTH OF NATIONSTHE WEALTH OF NATIONS – ADAM SMITH – NO GOV – ADAM SMITH – NO GOV INTERFERENCEINTERFERENCE

GOV. HAD 3 BASIC JOBS – GOV. HAD 3 BASIC JOBS – 1. PROTECT SOCIETY1. PROTECT SOCIETY 2. DEFEND INJUSTICE2. DEFEND INJUSTICE 3. MAINTAIN PUBLIC WORKS3. MAINTAIN PUBLIC WORKS

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT BECARRIA AND JUSTICEBECARRIA AND JUSTICE 1818THTH CENT. MOST EUROPEAN STATES HAD CENT. MOST EUROPEAN STATES HAD

A COURT SYSTEMA COURT SYSTEM MANY OF THE PUNISHMENTS HANDED OUT MANY OF THE PUNISHMENTS HANDED OUT

WERE CRUELWERE CRUEL WHY?WHY? DETER CRIMEDETER CRIME THE POLICE FORCE WAS WEAKTHE POLICE FORCE WAS WEAK ON CRIMES AND PUNISHMENTSON CRIMES AND PUNISHMENTS PUNISHMENTS SHOULD NOT BE BRUTAL PUNISHMENTS SHOULD NOT BE BRUTAL THIS CREATED AN EXAMPLE OF BARBARISMTHIS CREATED AN EXAMPLE OF BARBARISM HE DID NOT BELIEVE THAT IT DETERRED HE DID NOT BELIEVE THAT IT DETERRED

CRIMECRIME

10-2 THE ENLIGHTENMENT10-2 THE ENLIGHTENMENT THE LATER ENLIGHTENMENTTHE LATER ENLIGHTENMENT JEAN-JACQUES ROUSSEAUJEAN-JACQUES ROUSSEAU DISCOURSE O THE ORIGINS OF THE DISCOURSE O THE ORIGINS OF THE

INEQUALITY OF MANKINDINEQUALITY OF MANKIND – – PEOPLE ADOPTED PEOPLE ADOPTED GOV. AND LAWS TO PROTECT THEIR PRIVATE GOV. AND LAWS TO PROTECT THEIR PRIVATE PROPERTY THUS BECOMING ENSLAVED TO THE GOV.PROPERTY THUS BECOMING ENSLAVED TO THE GOV.

THE SOCIAL CONTRACTTHE SOCIAL CONTRACT – AN ENTIRE SOCIETY – AN ENTIRE SOCIETY AGREES TO BE GOVERNED BY ITS GENERAL WILLAGREES TO BE GOVERNED BY ITS GENERAL WILL

THOSE WHO REJECT WILL BE FORCED TO ABIDE BY THOSE WHO REJECT WILL BE FORCED TO ABIDE BY ITIT

LIBERTY IS ACHIEVED BY BEING FORCED TO FOLLOW LIBERTY IS ACHIEVED BY BEING FORCED TO FOLLOW THE GENERAL WILL – WHAT IS BEST FOR THE THE GENERAL WILL – WHAT IS BEST FOR THE COMMUNITYCOMMUNITY

EMILEEMILE – EDUCATION – SHOULD FOSTER AND NOT – EDUCATION – SHOULD FOSTER AND NOT RESTRICT CHILDREN’S INSTINCTSRESTRICT CHILDREN’S INSTINCTS

EMOTIONS AND REASON ARE IMPORTANT TO HUMAN EMOTIONS AND REASON ARE IMPORTANT TO HUMAN DEVELOPMENTDEVELOPMENT

BUT DID HE PRACTICE WHAT HE PREACHED?BUT DID HE PRACTICE WHAT HE PREACHED? EXPLAINEXPLAIN


RIGHTS OF WOMENRIGHTS OF WOMEN MALES ARGUED THAT WOMEN WERE MALES ARGUED THAT WOMEN WERE

INFERIORINFERIOR WOMEN THINKERS BEGAN TO EXPRESS THEIR WOMEN THINKERS BEGAN TO EXPRESS THEIR

IDEAS ON HOW TO IMPROVE THE CONDITION IDEAS ON HOW TO IMPROVE THE CONDITION OF WOMENOF WOMEN

MARY WOLLSTONECRAFTMARY WOLLSTONECRAFT – ENGLISH – – ENGLISH – *FOUNDER OF THE EUROPEAN AND *FOUNDER OF THE EUROPEAN AND AMERICAN MOVEMENT FOR WOMEN’S RIGHTSAMERICAN MOVEMENT FOR WOMEN’S RIGHTS

A VINDICATION OF THE RIGHTS OF A VINDICATION OF THE RIGHTS OF WOMENWOMEN

1. GOV. BASED ON THE 1. GOV. BASED ON THE ARBITRARY ARBITRARY POWER POWER OF MONARCHS OVER THEIR SUBJECTS ARE OF MONARCHS OVER THEIR SUBJECTS ARE WRONGWRONG

2. THE ENLIGHTENMENT WAS BASED ON THE 2. THE ENLIGHTENMENT WAS BASED ON THE IDEAL OF REASON IN ALL HUMAN BEINGSIDEAL OF REASON IN ALL HUMAN BEINGS

THUS WOMEN SHOULD HAVE THE SAME THUS WOMEN SHOULD HAVE THE SAME RIGHTS AS MENRIGHTS AS MEN


THE GROWTH OF READINGTHE GROWTH OF READING **THE ENLIGHTENMENT HAD ITS GREATEST APPEAL WITH THE ENLIGHTENMENT HAD ITS GREATEST APPEAL WITH

THE ARISTOCRATS AND UPPER CLASSTHE ARISTOCRATS AND UPPER CLASS THE SPREAD OF IDEAS TO THE LITERATE ELITE WAS VERY THE SPREAD OF IDEAS TO THE LITERATE ELITE WAS VERY

IMPORTANTIMPORTANT PUBLISHINGPUBLISHING AND AND READINGREADING GREW DURING THE GREW DURING THE

ENLIGHTENMENTENLIGHTENMENT MIDDLE CLASS, WOMEN, URBAN ARTISANS BEGAN MIDDLE CLASS, WOMEN, URBAN ARTISANS BEGAN

READING MORE & BOOKS WERE DIRECTED TOWARDS READING MORE & BOOKS WERE DIRECTED TOWARDS THEMTHEM

MAGAZINES AND DAILY NEWSPAPERS WERE DEVELOPED – MAGAZINES AND DAILY NEWSPAPERS WERE DEVELOPED – 11STST NEWSPAPER WAS PRINTED IN LONDON IN 1702 – NEWSPAPER WAS PRINTED IN LONDON IN 1702 – INEXPENSIVEINEXPENSIVE

THE FIRST MAGAZINE WAS PUBLISHED IN THE FIRST MAGAZINE WAS PUBLISHED IN GERMANY GERMANY 16331633


THE SALONTHE SALON SALONS – SALONS – WERE ELEGANT DRAWING ROOMS OF WERE ELEGANT DRAWING ROOMS OF

THE WEALTHY UPPER CLASS THE WEALTHY UPPER CLASS ENLIGHTENMENT IDEAS WERE SPREAD HERE ENLIGHTENMENT IDEAS WERE SPREAD HERE

THROUGH CONVERSATIONSTHROUGH CONVERSATIONS WRITERS, ARTISTS, GOV. OFFICIALS, ETC.WRITERS, ARTISTS, GOV. OFFICIALS, ETC. INFLUENCED POLITICS, LITERATURE, ARTINFLUENCED POLITICS, LITERATURE, ART MARIE-THERESE DE GEOFFRINMARIE-THERESE DE GEOFFRIN – FROM – FROM

FRANCE IS AN EX. FRANCE IS AN EX. KINGS FROM DIFFERENT COUNTRIES COMPETED KINGS FROM DIFFERENT COUNTRIES COMPETED

TO COME THERETO COME THERE


RELIGION IN THE ENLIGHTENMENTRELIGION IN THE ENLIGHTENMENT MOST EUROPEANS WERE CHRISTIANS MOST EUROPEANS WERE CHRISTIANS SOUGHT A DEEPER DEVOTION TO GODSOUGHT A DEEPER DEVOTION TO GOD A LOT OF THE RELIGIOUS FERVOR FROM THE A LOT OF THE RELIGIOUS FERVOR FROM THE

PROTESTANT REVOLUTION HAD FALLEN OFFPROTESTANT REVOLUTION HAD FALLEN OFF THE DESIRE OF PROTESTANTS FOR A GREATER THE DESIRE OF PROTESTANTS FOR A GREATER

RELIGIOUS EXPERIENCE LED TO NEW RELIGIOUS RELIGIOUS EXPERIENCE LED TO NEW RELIGIOUS MOVEMENTSMOVEMENTS

ENGLAND – ENGLAND – METHODISMMETHODISM – JOHN WESLEY – – JOHN WESLEY – ANGLICAN MINISTERANGLICAN MINISTER

HE PREACHED IN OPEN FIELDSHE PREACHED IN OPEN FIELDS APPEALED TO THE LOWER CLASSESAPPEALED TO THE LOWER CLASSES STRESSED HARD WORK AND SPIRITUAL STRESSED HARD WORK AND SPIRITUAL

CONTENTMENTCONTENTMENT GAVE LOWER & MIDDLECLASS SOCIETY A SENSE OF GAVE LOWER & MIDDLECLASS SOCIETY A SENSE OF

PURPOSE AND COMMUNITYPURPOSE AND COMMUNITY METHODISM BECAME A SEPARATE PROTESTANT METHODISM BECAME A SEPARATE PROTESTANT

GROUPGROUP


REVIEW QUESTIONSREVIEW QUESTIONS

1.1.IDENTIFY CESARE BECCARIA AND HIS BELIEFS.IDENTIFY CESARE BECCARIA AND HIS BELIEFS.

2.2.IDENTIFY MONTESQUIEU AND HIS IDENTIFY MONTESQUIEU AND HIS CONTRIBUTIONS TO OUR SOCIETY.CONTRIBUTIONS TO OUR SOCIETY.

3.3.EXPLAIN THE PRINCIPLE OF LAISSEZ-FAIRE.EXPLAIN THE PRINCIPLE OF LAISSEZ-FAIRE.

4.4.IDENTIFY DENIS DIDEROT AND HIS IDENTIFY DENIS DIDEROT AND HIS CONTRIBUTION TO THE ENLIGHTENMENT.CONTRIBUTION TO THE ENLIGHTENMENT.

5.5.HOW WERE SALONS BENEFICIAL DURING THE HOW WERE SALONS BENEFICIAL DURING THE ENLIGHTENMENT PERIOD?ENLIGHTENMENT PERIOD?http://www.glencoe.com/video_library/index_with_mods.php?CHAPTER=17&PROGRAM=9780078745256&VIDEO=4019

10-3 IMPACT OF THE 10-3 IMPACT OF THE ENGLIGHTENMENTENGLIGHTENMENT

ARCHITECTURE AND ARTARCHITECTURE AND ART 1818THTH CENT CENT BALTHASAR NEUMANN BALTHASAR NEUMANN – ONE OF THE GREATEST – ONE OF THE GREATEST

ARCHITECTS IN THIS CENTURYARCHITECTS IN THIS CENTURY 1. 1. THE CHURCH OF THE FOURTEEN SAINTSTHE CHURCH OF THE FOURTEEN SAINTS AND AND 2. 2. THE RESIDENCE THE RESIDENCE A COMBINATION OF SECULAR AND SPIRITUALA COMBINATION OF SECULAR AND SPIRITUAL BAROQUE AND NEOCLASSICAL STYLES DOMINATED BAROQUE AND NEOCLASSICAL STYLES DOMINATED UNTILUNTIL 1730S – 1730S – ROCOCOROCOCO – STYLE OF ARCHITECTURE – STYLE OF ARCHITECTURE EMPHASIZED EMPHASIZED GRACE, CHARM, AND GENTLE ACTIONGRACE, CHARM, AND GENTLE ACTION HIGHLY SECULARHIGHLY SECULAR PLEASURE, HAPPINESS, LOVEPLEASURE, HAPPINESS, LOVE ANTOINE WATTEAU ANTOINE WATTEAU – ROCOCO ARTIST– ROCOCO ARTIST UPPER CLASS PLEASURE AND JOY – UNDERLYING SADNESSUPPER CLASS PLEASURE AND JOY – UNDERLYING SADNESS GIOVANNI BATTISTA TIEPOLOGIOVANNI BATTISTA TIEPOLO – ROCOCO ARTIST – ROCOCO ARTIST EMPHASIZED ENCHANTMENT AND ENTHUSIASMEMPHASIZED ENCHANTMENT AND ENTHUSIASM CEILING OF THE BISHOP’S PALACE IN WURZBURGCEILING OF THE BISHOP’S PALACE IN WURZBURG

THE CHURCH OF THE FOURTEEN SAINTS AND THE

RESIDENCE

ANTOINE WATTEAU GIOVANNI TIEPOLO


MUSICMUSIC 1818THTH CENT – ONE OF THE GREATEST PERIODS IN CENT – ONE OF THE GREATEST PERIODS IN

EUROPEAN MUSICEUROPEAN MUSIC JOHANN SEBASTIAN JOHANN SEBASTIAN BACH BACH – RENOWN ORGANIST & – RENOWN ORGANIST &

COMPOSERCOMPOSER LIVED IN GERMANY HIS ENTIRE LIFELIVED IN GERMANY HIS ENTIRE LIFE MUSIC DIRECTORMUSIC DIRECTOR MASS IN B MINORMASS IN B MINOR www.youtube.com/watch?v=15yRgcHlc3o

GEORGE FREDERICK GEORGE FREDERICK HANDEL HANDEL – GERMAN – GERMAN SPENT MOST OF HIS CAREER IN ENGLANDSPENT MOST OF HIS CAREER IN ENGLAND BEST KNOWN FOR HIS RELIGIOUS MUSICBEST KNOWN FOR HIS RELIGIOUS MUSIC MESSIAHMESSIAH www.youtube.com/watch?v=76RrdwElnTU

BACH BACH AND AND HANDEL HANDEL PERFECTED THE PERFECTED THE BAROQUEBAROQUE MUSIC STYLEMUSIC STYLE

*MUSIC GENIUSES IN THE 1*MUSIC GENIUSES IN THE 1STST HALF OF THE CENTURY HALF OF THE CENTURY


*FRANZ JOSEPH HAYDN AND WOLFGANG AMADEUS *FRANZ JOSEPH HAYDN AND WOLFGANG AMADEUS MOZART WERE THE INNOVATORS OF THE 2MOZART WERE THE INNOVATORS OF THE 2NDND HALF OF HALF OF THE 18TH CENTURYTHE 18TH CENTURY

CLASSICALCLASSICAL HAYDNHAYDN – MUSICAL DIRECTOR FOR WEALTHY – MUSICAL DIRECTOR FOR WEALTHY

HUNGARIAN PRINCESHUNGARIAN PRINCES IN ENGLAND, HE WAS INTRODUCED TO PUBLIC IN ENGLAND, HE WAS INTRODUCED TO PUBLIC

CONCERTSCONCERTS THE CREATIONTHE CREATION AND AND THE SEASONSTHE SEASONS MOZARTMOZART – CHILD PRODIGY – CHILD PRODIGY COULD NOT GET REGULAR FINANCIAL SUPPORTCOULD NOT GET REGULAR FINANCIAL SUPPORT http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256

&VIDEO=4018&CHAPTER=

THE MARRIAGE OF FIGAROTHE MARRIAGE OF FIGARO, , THE MAGIC FLUTE, THE MAGIC FLUTE, DON GIOVANNIDON GIOVANNI – OPERAS – OPERAS

LITERATURELITERATURE – THE NUMBER OF MIDDLE-CLASS – THE NUMBER OF MIDDLE-CLASS READERS GREWREADERS GREW

HENRY FIELDINGHENRY FIELDING – – THE HISTORY OF TOM JONES, A THE HISTORY OF TOM JONES, A FOUNDLING FOUNDLING

REFLECTED LIFE IN ENGLANDREFLECTED LIFE IN ENGLAND www.youtube.com/watch?v=53bwqBZeKQQ

http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=4018&CHAPTER=

http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=4018&CHAPTER=


ENLIGHTENMENT AND ENLIGHTENED ABSOLUTISMENLIGHTENMENT AND ENLIGHTENED ABSOLUTISM THE ENLIGHTENMENT HAD AN EFFECT ON EUROPEAN POLITICS IN THE ENLIGHTENMENT HAD AN EFFECT ON EUROPEAN POLITICS IN

THE 18THE 18THTH CENT. CENT. PHILOSOPHES – BELIEVED IN PHILOSOPHES – BELIEVED IN 1. EQUALITY1. EQUALITY 2. FREEDOM OF RELIGION2. FREEDOM OF RELIGION 3. FREEDOM OF SPEECH3. FREEDOM OF SPEECH 4. FREEDOM OF THE PRESS4. FREEDOM OF THE PRESS 5. FREEDOM OF ASSEMBLY5. FREEDOM OF ASSEMBLY 6. RIGHT TO PROPERTY6. RIGHT TO PROPERTY 7. RIGHT TO PURSUE HAPPINESS7. RIGHT TO PURSUE HAPPINESS ENLIGHTENED RULERSENLIGHTENED RULERS – WOULD BE THE ONLY ONES TO – WOULD BE THE ONLY ONES TO

UPHOLD THIS BY OBEYING THE LAWS AND ENFORCING THEM UPHOLD THIS BY OBEYING THE LAWS AND ENFORCING THEM FAIRLY FOR ALL PEOPLEFAIRLY FOR ALL PEOPLE

ENLIGHTENED ABSOLUTISMENLIGHTENED ABSOLUTISM – RULERS TRIED TO RULE WITH – RULERS TRIED TO RULE WITH ENLIGHTENMENT PRINCIPLES WHILE MAINTAINING ROYAL POWERSENLIGHTENMENT PRINCIPLES WHILE MAINTAINING ROYAL POWERS

LET'S SEE HOW EUROPE'S RULERS FELT ABOUT THIS!LET'S SEE HOW EUROPE'S RULERS FELT ABOUT THIS!


PRUSSIA: ARMY AND BUREAUCRACYPRUSSIA: ARMY AND BUREAUCRACY PRUSSIA BECAME A MAJOR EUROPEAN POWER IN THE PRUSSIA BECAME A MAJOR EUROPEAN POWER IN THE

1818THTH CENT. CENT. HOW? – UNDER THE COMMAND OF FREDERICK WILLIAM HOW? – UNDER THE COMMAND OF FREDERICK WILLIAM

I AND FREDERICK III AND FREDERICK II FREDERICK WILLIAM IFREDERICK WILLIAM I – MAINTAINED A HIGHLY – MAINTAINED A HIGHLY

EFFICIENT BUREAUCRACY OF EFFICIENT BUREAUCRACY OF CIVIL SERVICECIVIL SERVICE WORKERS WORKERS – OBEDIENCE, HONOR, SERVICE TO THE KING– OBEDIENCE, HONOR, SERVICE TO THE KING

ARMYARMY – BY THE END OF HIS REIGN, THE ARMY HAD – BY THE END OF HIS REIGN, THE ARMY HAD DOUBLED IN SIZE DOUBLED IN SIZE

44THTH LARGEST ARMY IN EUROPE – REPUTATION AS ONE LARGEST ARMY IN EUROPE – REPUTATION AS ONE OF THE BESTOF THE BEST

*MOST IMPORTANT INSTITUTION IN THE STATE*MOST IMPORTANT INSTITUTION IN THE STATE MEMBERS OF THE NOBILITY WERE OFFICERS IN THE MEMBERS OF THE NOBILITY WERE OFFICERS IN THE

ARMYARMY


FREDERICK II FREDERICK II OR OR FREDERICK THE GREATFREDERICK THE GREAT – – REPLACED HIS FATHERREPLACED HIS FATHER

ENLARGED PRUSSIA’S ARMY AND RAN A STRICT ENLARGED PRUSSIA’S ARMY AND RAN A STRICT BUREAUCRACYBUREAUCRACY

*ONE OF THE BEST EDUCATED AND CULTURED *ONE OF THE BEST EDUCATED AND CULTURED MONARCHS OF THE 18MONARCHS OF THE 18THTH CENT CENT

WELL VERSED IN ENLIGHTENMENT PRINCIPLESWELL VERSED IN ENLIGHTENMENT PRINCIPLES ENGLIGHTENED REFORMSENGLIGHTENED REFORMS – – 1. ABOLISHED TORTURE EXCEPT IN TREASON & 1. ABOLISHED TORTURE EXCEPT IN TREASON &

MURDER CASES MURDER CASES 2. GRANTED LIMITED FREEDOM OF SPEECH AND PRESS2. GRANTED LIMITED FREEDOM OF SPEECH AND PRESS BUT BUT KEPT SERFDOM AND THE KEPT SERFDOM AND THE STRICTSTRICT SOCIAL SOCIAL

STRUCTURE IN PLACESTRUCTURE IN PLACE


THE AUSTRIAN EMPIRETHE AUSTRIAN EMPIRE GREAT EUROPEAN STATE – 18GREAT EUROPEAN STATE – 18THTH CENT CENT EMPRESS MARIA THERESAEMPRESS MARIA THERESA *HARD TO RULE BECAUSE OF DIFFERENT NATIONALITIES, *HARD TO RULE BECAUSE OF DIFFERENT NATIONALITIES,

LANGUAGES, RELIGIONS, AND CULTURESLANGUAGES, RELIGIONS, AND CULTURES *NOT OPEN TO ENLIGHTENMENT IDEAS BUT TRIED TO HELP THE *NOT OPEN TO ENLIGHTENMENT IDEAS BUT TRIED TO HELP THE

SERFSSERFS JOSEPH IIJOSEPH II – HER SON – BELIEVED IN ENLIGHTENMENT THOUGHT -- – HER SON – BELIEVED IN ENLIGHTENMENT THOUGHT --

HEHE 1. ABOLISHED SERFDOM 1. ABOLISHED SERFDOM 2. STOPPED THE DEATH PENALTY2. STOPPED THE DEATH PENALTY 3. ESTABLISHED EQUALITY FOR ALL3. ESTABLISHED EQUALITY FOR ALL 4. RELIGIOUS TOLERATION4. RELIGIOUS TOLERATION JOSEPH II IMPLEMENTED THOUSANDS OF LAWS AND REFORMS JOSEPH II IMPLEMENTED THOUSANDS OF LAWS AND REFORMS BUT BUT

THEY THEY FAILEDFAILED WHY? – ALIENATED THE CATHOLIC CHURCH AND THE NOBLES, SERFS WHY? – ALIENATED THE CATHOLIC CHURCH AND THE NOBLES, SERFS

DID NOT KNOW HOW TO ADAPTDID NOT KNOW HOW TO ADAPT JUST ABOUT ALL OF HIS REFORMS WERE UNDONE BY HIS JUST ABOUT ALL OF HIS REFORMS WERE UNDONE BY HIS

SUCCESSORSSUCCESSORS


RUSSIA UNDER CATHERINE THE GREATRUSSIA UNDER CATHERINE THE GREAT CATHERINE II ORCATHERINE II OR CATHERINE THE GREAT CATHERINE THE GREAT TOOK THE TOOK THE

THRONE AFTER HER HUSBAND WAS MURDEREDTHRONE AFTER HER HUSBAND WAS MURDERED HE CAME TO THE THRONE AFTER A LONG LINE OF A LONG HE CAME TO THE THRONE AFTER A LONG LINE OF A LONG

LINE OF WEAK RULERS HAD PLAGUED RUSSIA FOLLOWING LINE OF WEAK RULERS HAD PLAGUED RUSSIA FOLLOWING PETER THE GREATPETER THE GREAT

SHE RULED FROM 1762 TO 1796SHE RULED FROM 1762 TO 1796 INTELLIGENT AND FAVORED ENLIGHTENMENT REFORMSINTELLIGENT AND FAVORED ENLIGHTENMENT REFORMS INVITED DENIS DIDEROT TO RUSSIA TO TALK ABOUT IDEASINVITED DENIS DIDEROT TO RUSSIA TO TALK ABOUT IDEAS *IN THE END SHE DID *IN THE END SHE DID NOTHINGNOTHING SHE CONTINUED TO FAVOR THE NOBILITY INSTEAD OF SHE CONTINUED TO FAVOR THE NOBILITY INSTEAD OF

HELPING THE SERFSHELPING THE SERFS EMELYAN PUGACHEV – EMELYAN PUGACHEV – COSSACKCOSSACK – – STARTED A PEASANT STARTED A PEASANT

REBELLIONREBELLION IT WAS SHORT LIVEDIT WAS SHORT LIVED CATHERINE THE GREAT ALSO EXPANDED THE TERRITORY CATHERINE THE GREAT ALSO EXPANDED THE TERRITORY

OF RUSSIAOF RUSSIA


ENLIGHTENED ABSOLUTISM?ENLIGHTENED ABSOLUTISM? ONLY JOSEPH II TRULY TRIED TO EMBRACE ONLY JOSEPH II TRULY TRIED TO EMBRACE

ENLIGHTENMENT PRINCIPLESENLIGHTENMENT PRINCIPLES CATHERINE II AND FREDERICK II TALKED ABOUT ITCATHERINE II AND FREDERICK II TALKED ABOUT IT THEY WERE MAINLY GUIDED BY POWER AND THE THEY WERE MAINLY GUIDED BY POWER AND THE

WELL-BEING OF THE STATEWELL-BEING OF THE STATE BALANCE OF POWERBALANCE OF POWER – IDEA THAT STATES SHOULD – IDEA THAT STATES SHOULD

HAVE EQUAL POWER IN ORDER TO PREVENT ANY HAVE EQUAL POWER IN ORDER TO PREVENT ANY ONE FROM DOMINATINGONE FROM DOMINATING

THIS DID NOT MEAN PEACETHIS DID NOT MEAN PEACE FREDERICK THE GREAT – “THE FUNDAMENTAL RULE FREDERICK THE GREAT – “THE FUNDAMENTAL RULE

OF GOVERNMENTS IS THE PRINCIPLE OF EXTENDING OF GOVERNMENTS IS THE PRINCIPLE OF EXTENDING THEIR TERRITORIES.”THEIR TERRITORIES.”


WAR OF AUSTRIAN SUCCESSIONWAR OF AUSTRIAN SUCCESSION FREDERICK II TRIED TO TAKE ADVANTAGE OF MARIA THERESA FREDERICK II TRIED TO TAKE ADVANTAGE OF MARIA THERESA SHE HAD JUST COME TO THE THRONE AFTER HER FATHER DIEDSHE HAD JUST COME TO THE THRONE AFTER HER FATHER DIED FREDERICK II SENT THE PRUSSIAN ARMY TO INVADE FREDERICK II SENT THE PRUSSIAN ARMY TO INVADE SILESIASILESIA FRANCE ENTERED THE WAR AGAINST AUSTRIAFRANCE ENTERED THE WAR AGAINST AUSTRIA AUSTRIA MADE AN ALLIANCE WITH GREAT BRITAINAUSTRIA MADE AN ALLIANCE WITH GREAT BRITAIN THUS, THUS, AUSTRIA, BRITAIN AUSTRIA, BRITAIN VERSUS VERSUS PRUSSIA, FRANCEPRUSSIA, FRANCE FOUGHT 1740 – 1748 FOUGHT 1740 – 1748 FOUGHT IN 3 DIFFERENT AREASFOUGHT IN 3 DIFFERENT AREAS 1. EUROPE1. EUROPE 2. FAR EAST2. FAR EAST 3. NORTH AMERICA3. NORTH AMERICA AFTER 7 YEARS – ALL PARTIES IN THE WAR WERE EXHAUSTED AFTER 7 YEARS – ALL PARTIES IN THE WAR WERE EXHAUSTED TREATY OF AIX-LA-CHAPELLETREATY OF AIX-LA-CHAPELLE 1748 1748 ALL TERRITORIES EXCEPT ALL TERRITORIES EXCEPT SILESIA SILESIA WENT BACK TO THEIR WENT BACK TO THEIR

ORGINAL OWNERSORGINAL OWNERS


THE SEVEN YEAR’S WARTHE SEVEN YEAR’S WAR MARIA THERESA REFUSED TO ACCEPT THISMARIA THERESA REFUSED TO ACCEPT THIS SHE REBUILT HER ARMYSHE REBUILT HER ARMY DIPLOMATICALLY TRIED TO SEPARATE PRUSSIA AND FRANCEDIPLOMATICALLY TRIED TO SEPARATE PRUSSIA AND FRANCE SO THEY WENT TO WARSO THEY WENT TO WAR FRANCE, AUSTRIA, AND RUSSIAFRANCE, AUSTRIA, AND RUSSIA BRITAIN, PRUSSIABRITAIN, PRUSSIA WAR WAS FOUGHT IN 3 MAJOR AREAS – EUROPE, INDIA, NORTH WAR WAS FOUGHT IN 3 MAJOR AREAS – EUROPE, INDIA, NORTH

AMERICAAMERICA EUROPE EUROPE PRUSSIA WAS ABLE TO WITHSTAND THE ATTACK FROM THREE PRUSSIA WAS ABLE TO WITHSTAND THE ATTACK FROM THREE

DIFFERENT DIRECTIONS THOUGH THE ARMY WAS STARTING TO GET DIFFERENT DIRECTIONS THOUGH THE ARMY WAS STARTING TO GET WORN DOWNWORN DOWN

PETER III – WITHDREW HIS TROOPS – PETER III – WITHDREW HIS TROOPS – STALEMATESTALEMATE – DESIRE FOR – DESIRE FOR PEACEPEACE

WAR ENDED IN 1763 – TERRITORIES WERE RETURNED WAR ENDED IN 1763 – TERRITORIES WERE RETURNED EXCEPT EXCEPT SILESIASILESIA


THE WAR IN INDIATHE WAR IN INDIA BRITISH VS. FRENCHBRITISH VS. FRENCH THE GREAT WAR FOR EMPIRETHE GREAT WAR FOR EMPIRE FRANCE RETURNED MADRAS TO BRITAIN AFTER THE WAR OF AUSTRIAN FRANCE RETURNED MADRAS TO BRITAIN AFTER THE WAR OF AUSTRIAN

SUCCESSIONSUCCESSION BUT BUT FIGHTING CONTINUED IN INDIAFIGHTING CONTINUED IN INDIA THE BRITISH ULTIMATELY WONTHE BRITISH ULTIMATELY WON TREATY OF PARIS 1763 – THE FRENCH WITHDREW AND LEFT INDIA TO TREATY OF PARIS 1763 – THE FRENCH WITHDREW AND LEFT INDIA TO

BRITAINBRITAIN THE WAR IN NORTH AMERICATHE WAR IN NORTH AMERICA THIS IS WHERE THE GREATEST CONFLICTS TOOK PLACETHIS IS WHERE THE GREATEST CONFLICTS TOOK PLACE BRITISH AND FRENCH FOUGHT OVER TWO AREAS – WATERWAYS OF THE BRITISH AND FRENCH FOUGHT OVER TWO AREAS – WATERWAYS OF THE

GULF OF ST. LAWRENCE AND THE OHIO RIVER VALLEYGULF OF ST. LAWRENCE AND THE OHIO RIVER VALLEY THE FRENCH STARTED TO ESTABLISH FORTS IN THE OHIO RIVER VALLEYTHE FRENCH STARTED TO ESTABLISH FORTS IN THE OHIO RIVER VALLEY THEY GAINED THE SUPPORT OF THE INDIANSTHEY GAINED THE SUPPORT OF THE INDIANS AFTER A NUMBER OF BATTLES – THE BRITISH BECAME THE WORLD’S AFTER A NUMBER OF BATTLES – THE BRITISH BECAME THE WORLD’S

GREATEST COLONIAL POWER GREATEST COLONIAL POWER


REVIEW QUESTIONSREVIEW QUESTIONS1.1.DESCRIBE ENLIGHTENED ABSOLUTISM. HOW WAS IT DESCRIBE ENLIGHTENED ABSOLUTISM. HOW WAS IT EMBRACED IN EUROPE?EMBRACED IN EUROPE?

2.2.WHO WROTE WHO WROTE THE HISTORY OF TOM JONES, A THE HISTORY OF TOM JONES, A FOUNDLINGFOUNDLING AND WHAT DID THE BOOK DISCUSS? AND WHAT DID THE BOOK DISCUSS?

3.3.HOW DID EMPRESS MARIA THERESA FEEL ABOUT HOW DID EMPRESS MARIA THERESA FEEL ABOUT ENLIGHTENMENT PRINCIPLES?ENLIGHTENMENT PRINCIPLES?

4.4.EXPLAIN HOW JOSEPH II RESPONDED TO EXPLAIN HOW JOSEPH II RESPONDED TO ENLIGHTENMENT PRINCIPLES.ENLIGHTENMENT PRINCIPLES.

5.5.WHAT TERRITORY DID EMPRESS MARIA THERESA WAGE WHAT TERRITORY DID EMPRESS MARIA THERESA WAGE WAR OVER?WAR OVER?

10-4 COLONIAL EMPIRES & THE 10-4 COLONIAL EMPIRES & THE AMERICAN REVOLUTIONAMERICAN REVOLUTION

COLONIAL EMPIRES IN LATIN AMERICACOLONIAL EMPIRES IN LATIN AMERICA IN THE 16IN THE 16thth CENTURY CENTURY PORTUGALPORTUGAL HAD CONTROL OF BRAZIL HAD CONTROL OF BRAZIL SPAINSPAIN SET UP AN EMPIRE IN THE WEST WHICH INCLUDED NORTH AM., SET UP AN EMPIRE IN THE WEST WHICH INCLUDED NORTH AM.,

CENTRAL AM., AND MOST OF SOUTH AM.CENTRAL AM., AND MOST OF SOUTH AM. WITHIN THESE LANDS WITHIN THESE LANDS LATIN AMERICALATIN AMERICA AROSE AROSE LATIN AMERICA WAS A MULTIRACIAL SOCIETYLATIN AMERICA WAS A MULTIRACIAL SOCIETY HOW SO?HOW SO? 1501 INTERMARRIAGE WAS ALLOWED BETWEEN EUROPEANS AND 1501 INTERMARRIAGE WAS ALLOWED BETWEEN EUROPEANS AND

NATIVESNATIVES MESTIZOS MESTIZOS – OFFSPRING OF EUROPEANS AND NATIVE AMERICANS– OFFSPRING OF EUROPEANS AND NATIVE AMERICANS WHEN AFRICAN SLAVES WERE BROUGHT ON THE PLANTATIONS, THE OFF WHEN AFRICAN SLAVES WERE BROUGHT ON THE PLANTATIONS, THE OFF

SPRING BETWEEN THE AFRICANS AND THE EUROPEANS WERE CALLED SPRING BETWEEN THE AFRICANS AND THE EUROPEANS WERE CALLED MULATTOESMULATTOES

ECONOMIC FOUNDATIONSECONOMIC FOUNDATIONS SPANISH AND PORTUGUESE BOTH WANTED TO MAKE MONEY FROM THEIR SPANISH AND PORTUGUESE BOTH WANTED TO MAKE MONEY FROM THEIR

COLONIESCOLONIES SOURCES OF WEALTHSOURCES OF WEALTH – – 1. ABUNDANT SUPPLIES OF GOLD AND SILVER1. ABUNDANT SUPPLIES OF GOLD AND SILVER

10-4 COLONIAL EMPIRES AND 10-4 COLONIAL EMPIRES AND THE AMERICAN REVOLUTIONTHE AMERICAN REVOLUTION

2. 2. FARMING – LONG LASTING AND PROSPEROUS - LARGE ESATESFARMING – LONG LASTING AND PROSPEROUS - LARGE ESATES 3. TRADE – NATURAL ITEMS FOR MANUFACTURED GOODS 3. TRADE – NATURAL ITEMS FOR MANUFACTURED GOODS PORTUGAL AND SPAIN REGULATED THE TRADE - WHY???PORTUGAL AND SPAIN REGULATED THE TRADE - WHY??? STATE AND CHURCHSTATE AND CHURCH BECAUSE OF THE DISTANCE FROM THE MOTHER COUNTRY, MANY OF BECAUSE OF THE DISTANCE FROM THE MOTHER COUNTRY, MANY OF

THE COLONIAL RULERS COULD CARRY OUT IMPERIAL POLICIES ON THE COLONIAL RULERS COULD CARRY OUT IMPERIAL POLICIES ON THEIR OWNTHEIR OWN

SPANISH AND PORTUGUESE RULERS WERE DETERMINED TO SPANISH AND PORTUGUESE RULERS WERE DETERMINED TO CHRISTIANIZE THE NATIVESCHRISTIANIZE THE NATIVES

*THIS GAVE THE CATHOLIC CHURCH AN IMPORTANT ROLE IN *THIS GAVE THE CATHOLIC CHURCH AN IMPORTANT ROLE IN SOCIETY AND INCREASED ITS POWERSOCIETY AND INCREASED ITS POWER

DIFFERENT GROUPS DIFFERENT GROUPS – – 1. FRANCISCANS 1. FRANCISCANS 2. DOMINICANS2. DOMINICANS 3. JESUITS3. JESUITS

10-4 COLONIAL EMPIRES AND THE 10-4 COLONIAL EMPIRES AND THE AMERICAN REVOLUTIONAMERICAN REVOLUTION

THE MISSIONARIES BROUGHT NATIVES TOGETHER IN THE MISSIONARIES BROUGHT NATIVES TOGETHER IN VILLAGES OR VILLAGES OR MISSIONSMISSIONS, *WHERE THEY COULD BE , *WHERE THEY COULD BE CONVERTED, TAUGHT TRADES, & GROW CROPSCONVERTED, TAUGHT TRADES, & GROW CROPS

*MISSIONS ALLOWED MISSIONARIES TO CONTROL THE *MISSIONS ALLOWED MISSIONARIES TO CONTROL THE NATIVESNATIVES

HOW?HOW? THEY WOULD ALSO BECOME THEY WOULD ALSO BECOME DOCILE DOCILE BECAUSE BECAUSE THE CATHOLIC CHURCH THE CATHOLIC CHURCH 1. BUILT MISSIONS, CATHEDRALS, HOSPITALS, 1. BUILT MISSIONS, CATHEDRALS, HOSPITALS,

ORPHANAGES, AND SCHOOLSORPHANAGES, AND SCHOOLS 2. PROVIDED AN OUTLET OTHER THAN MARRIAGE FOR 2. PROVIDED AN OUTLET OTHER THAN MARRIAGE FOR

WOMENWOMEN WOMEN WHO DID NOT MARRY COULD BECOME WOMEN WHO DID NOT MARRY COULD BECOME NUNSNUNS SOR JUANA INES DE LA CRUZSOR JUANA INES DE LA CRUZ – NUN WHO WANTED TO – NUN WHO WANTED TO

BECOME EDUCATED – AFTER BEING DENIED ADMISSION BECOME EDUCATED – AFTER BEING DENIED ADMISSION INTO THE UNIVERSITY OF MEXICO, SHE JOINED A INTO THE UNIVERSITY OF MEXICO, SHE JOINED A CONVENT AND BEGAN WRITING POETRY – SHE BECAME CONVENT AND BEGAN WRITING POETRY – SHE BECAME KNOWN AS A FAMOUS POETKNOWN AS A FAMOUS POET


BRITAIN AND BRITISH NORTH AMERICABRITAIN AND BRITISH NORTH AMERICA 18TH CENTURY BRITISH GOVERNMENT18TH CENTURY BRITISH GOVERNMENT MONARCH AND PARLIAMENT SHARE POWERMONARCH AND PARLIAMENT SHARE POWER PARLIAMENT WAS GRADUALLY GAINING MORE POWERPARLIAMENT WAS GRADUALLY GAINING MORE POWER THUS, MONARCHS ARE LOOKING FOR MINISTERS THAT THUS, MONARCHS ARE LOOKING FOR MINISTERS THAT

WILL BE RESPONSIBLE TO THE CROWNWILL BE RESPONSIBLE TO THE CROWN 1714 – 1714 – HANOVERHANOVER DYNASTY CAME TO POWER WHEN THE DYNASTY CAME TO POWER WHEN THE

LAST STUART RULER DIED WITHOUT AN HEIR – QUEEN LAST STUART RULER DIED WITHOUT AN HEIR – QUEEN ANNEANNE

THE HEIRS DID NOT SPEAK ENGLISH WELL AND OTHERS THE HEIRS DID NOT SPEAK ENGLISH WELL AND OTHERS DID NOT KNOW THE BRITISH SYSTEM WELLDID NOT KNOW THE BRITISH SYSTEM WELL

THEREFORE THEREFORE THE MINISTERS OVERSAW PARLIAMENTTHE MINISTERS OVERSAW PARLIAMENT ROBERT WALPOLE ROBERT WALPOLE – HEAD OF CABINET (PM) 1721 – – HEAD OF CABINET (PM) 1721 –

1742 – SOUGHT PEACEFUL FOREIGN POLICY 1742 – SOUGHT PEACEFUL FOREIGN POLICY THE GROWING MIDDLE CLASS WANTED INCREASED THE GROWING MIDDLE CLASS WANTED INCREASED

TRADETRADE WILLIAM PITT THE ELDERWILLIAM PITT THE ELDER – BECAME HEAD OF THE – BECAME HEAD OF THE

CABINET IN 1757 – HE EXPANDED THE BRITISH EMPIRE BY CABINET IN 1757 – HE EXPANDED THE BRITISH EMPIRE BY ACQUIRING CANADA & INDIA IN THE SEVEN YEAR’S WARACQUIRING CANADA & INDIA IN THE SEVEN YEAR’S WAR


THE AMERICAN REVOLUTIONTHE AMERICAN REVOLUTION THE BRITISH LEADERS WANTED TO GET MONEY FROM THE THE BRITISH LEADERS WANTED TO GET MONEY FROM THE

COLONIES TO HELP PAY FOR THE SEVEN YEARS WAR & THE COST COLONIES TO HELP PAY FOR THE SEVEN YEARS WAR & THE COST OF MAINTAINING TROOPS IN THE COLONIESOF MAINTAINING TROOPS IN THE COLONIES

STAMP ACT STAMP ACT – REQUIRED CERTAIN PRINTED MATERIALS TO HAVE A – REQUIRED CERTAIN PRINTED MATERIALS TO HAVE A STAMPSTAMP

REPEALED IN 1766 – WIDESPREAD OPPOSITION AND VIOLENCEREPEALED IN 1766 – WIDESPREAD OPPOSITION AND VIOLENCE *BUT *BUT THE UNDERLYING ISSUES WERE NOT RESOLVED THE UNDERLYING ISSUES WERE NOT RESOLVED FIRST CONTINENTAL CONGRESS – MET IN FIRST CONTINENTAL CONGRESS – MET IN PHILADELPHIA PHILADELPHIA FIGHTING – FIGHTING – LEXINGTONLEXINGTON AND AND CONCORDCONCORD, MASS. – LOCAL MILITIAS, MASS. – LOCAL MILITIAS SECOND CONTINENTAL CONGRESS – FORMED THE SECOND CONTINENTAL CONGRESS – FORMED THE CONTINENTAL CONTINENTAL

ARMYARMY *GEORGE WASHINGTON*GEORGE WASHINGTON DECIDED TO DECLARE INDEPENDENCE – JULY 4, 1776 – DECIDED TO DECLARE INDEPENDENCE – JULY 4, 1776 – THOMAS THOMAS

JEFFERSONJEFFERSON THE WAR HAD BEGUNTHE WAR HAD BEGUN


BRITAIN HAD A STRONG ARMY & THE CONTINENTAL BRITAIN HAD A STRONG ARMY & THE CONTINENTAL ARMY WAS UNDISCIPLINEDARMY WAS UNDISCIPLINED

THE CONTINENTAL ARMY HAD THE HELP OF FOREIGN THE CONTINENTAL ARMY HAD THE HELP OF FOREIGN AID – AID – FRANCE & SPAINFRANCE & SPAIN

FRANCE – SUPPLIED ARMS AND MONEYFRANCE – SUPPLIED ARMS AND MONEY FRENCH OFFICERS SERVED IN WASHINGTON’S ARMYFRENCH OFFICERS SERVED IN WASHINGTON’S ARMY NOW FIGHTING THE AMERICANS & EUROPEANSNOW FIGHTING THE AMERICANS & EUROPEANS *FRENCH RECOGNIZED THE AMERICANS STATES AS *FRENCH RECOGNIZED THE AMERICANS STATES AS

INDEPENDENTINDEPENDENT GEN. CORNWALLIS WAS FORCED TO SURRENDER AT GEN. CORNWALLIS WAS FORCED TO SURRENDER AT

YORKTOWNYORKTOWN BRITAIN ENDED THE WARBRITAIN ENDED THE WAR TREATY OF PARIS 1783TREATY OF PARIS 1783 RECOGNIZED THE U.S. RECOGNIZED THE U.S.

INDEPENDENCEINDEPENDENCE http://www.history.com/topics/american-revolution/american-revolution-history/videos/american-revolution?m

=528e394da93ae&s=undefined&f=1&free=false


THE BIRTH OF A NEW NATIONTHE BIRTH OF A NEW NATION THE COLONIES ARE NOW STATESTHE COLONIES ARE NOW STATES PRIMARILY CONCERNED FOR THEMSELVESPRIMARILY CONCERNED FOR THEMSELVES WHY? – CONCENTRATED POWERWHY? – CONCENTRATED POWER ARTICLES OF CONFEDERATIONARTICLES OF CONFEDERATION – 1 – 1STST

CONSTITUTION – PROVIDED FOR A WEAK CENTRAL CONSTITUTION – PROVIDED FOR A WEAK CENTRAL GOV.GOV.

GOV. UNDER THE ARTICLES COULD NOT HANDLE THE GOV. UNDER THE ARTICLES COULD NOT HANDLE THE PROBLEMS OF THE NEW NATIONPROBLEMS OF THE NEW NATION

1787 – DELEGATES MET IN PHILADELPHIA – 1787 – DELEGATES MET IN PHILADELPHIA – CONSTITUTIONAL CONVENTIONCONSTITUTIONAL CONVENTION – WRITE A PLAN – WRITE A PLAN FOR A NEW NATIONAL GOV.FOR A NEW NATIONAL GOV.


THE CONSTITUTIONTHE CONSTITUTION THE PROPOSED CONSTITUTION CREATED THE PROPOSED CONSTITUTION CREATED

A A FEDERAL SYSTEMFEDERAL SYSTEM – POWER SHARED – POWER SHARED BETWEEN A NATIONAL AND STATE GOV.BETWEEN A NATIONAL AND STATE GOV.

3 BRANCHES OF GOV. WITH A SYSTEM OF 3 BRANCHES OF GOV. WITH A SYSTEM OF CHECKS AND BALANCESCHECKS AND BALANCES

EXECUTTIVE, LEGISLATIVE, JUDICIALEXECUTTIVE, LEGISLATIVE, JUDICIAL THE CONSTITUTION WOULD HAVE TO BE THE CONSTITUTION WOULD HAVE TO BE

RATIFIED BY 9 STATES BEFORE IF COULD RATIFIED BY 9 STATES BEFORE IF COULD TAKE EFFECTTAKE EFFECT


THE BILL OF RIGHTSTHE BILL OF RIGHTS MANY OF THE STATES THAT RATIFIED THE MANY OF THE STATES THAT RATIFIED THE

CONSTITUTION DID SO ON THE PROMISE CONSTITUTION DID SO ON THE PROMISE THAT A THAT A BILL OF RIGHTSBILL OF RIGHTS WOULD BE ADDED WOULD BE ADDED

1789 – 12 AMENDMENTS WERE PROPOSED, 1789 – 12 AMENDMENTS WERE PROPOSED, BUT ONLY 10 WERE APPROVED BUT ONLY 10 WERE APPROVED

*MANY EUROPEAN INTELLECTUALS SAW THE *MANY EUROPEAN INTELLECTUALS SAW THE AMERICAN REVOLUTION AS THE AMERICAN REVOLUTION AS THE EMBODIEMENT OF THE ENLIGHTENMENT’S EMBODIEMENT OF THE ENLIGHTENMENT’S POLITICAL DREAMS.POLITICAL DREAMS.

10-4 COLONIAL EMPIRES 10-4 COLONIAL EMPIRES AND THE AMERICAN AND THE AMERICAN

REVOLUTIONREVOLUTIONREVIEW QUESTIONS

IDENTIFY MULATTOES. WHAT THREE WAYS DID PORTUGAL AND SPAIN

PROFIT FROM THEIR COLONIES? IDENTIFY SOR JUANA INES DE LA CRUZ. HOW DID THE BRITISH GOVERNMENT ATTEMPT

TO JUSTIFY TAXING THE BRITISH COLONISTS? WHAT WAS THE ARTICLES OF CONFEDERATION?

WHAT WAS WRONG WITH IT? WHAT WAS THEN IN TURN DONE ABOUT IT?

Documents

REVOLUTION AND ENLIGHTENMENT CHAPTER 10. 10-1 THE SCIENTIFIC REVOLUTION SPRITE CHART CURRENT EVENTS